Block C Lesson Plan Form
Date: 9/08/17
Grade: 3rd
Subject:Literacy,Social Studies
Lesson Length: 45 Minutes, 2 Days
Name:Perlita Dominguez & Seth Dills
Lesson Title: The kids that outshone the sun
Lesson Source: Our Brains,, http://archives.lessoncorner.com/432f6feb4409bf20f.pdf
KCCR Social Studies Standard(s)
Standard/Benchmark: Discipline. Knowledge/Skills
KCCR ELA Standard(s)
Standard/Benchmark/Description
Essential Question(s)
Lesson Objective
Third Grade: Community
SS.3.5: 5: Relationships between people, place, idea, and environments
are dynamic.
SS: History Ideas Culture
SS: History, Skills
Conduct short research projects that build knowledge
about a topic. (KCCRS W3.7)
Report on a topic or text, tell a story, or recount an
experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable
pace. (KCCRS SL3.4)
SS: Civics/ Government Ideas Needs
SS: Civics/ Government Places/ Institutions Community
RL.3.2 Recount stories, including fables, folktales, and myths from
diverse cultures; determine the central message, lesson, or moral and
explain how it is conveyed through key details in the text.
RL.3.4 Determine the meaning of words and phrases as they are used
in a text, distinguishing literal from nonliteral language.
1. What folktales or fables are familiar to my family, my community, or
me?
2. How well can I retell a story that is important to my family, my
community, or me?
1. At the end of this lesson, students will be able to correctly explain the
difference between fables & folktales
2. At the end of this lesson, students will be able to perform or recount
a fable or folktale that is familiar to them, their family, and/or their
community.
3. At the end of this lesson, students will demonstrate the ability to
distinguish between literal and nonliteral language 90% of the time.
 Assessment/Criteria Formative:
Students will, after defining figurative language, be given the
following phrases and tasked with writing a figurative meaning
and a literal meaning in pairs:
Outshine the sun
Its raining cats and dogs
The river fell in love with her
The river would not leave her
Im so hungry I could eat an entire horse
I will ask the river to return to you

Summative:
Students will create a picture of a folktale/ fable of their choice
for a class quilt.
Student will present through Readers Theater their folktale or
fable from home

Disciplinary Literacy Fables

(terms: technical, figurative, locality, Quantitative,
Folktales
multiple meanings, acronyms, easily confused)
Culture
Figurative language
Elders

Materials Materials
Technology The Woman Who Outshone the Sun/ La mujer que brillaba
Resources aun mas que el sol By Alejandro Cruz Martinez/ Fernando
Setting Olivera
Paper & Pencils
Technology
Audio Book of The Woman Who Outshone the Sun/ La mujer
que brillaba aun mas que el sol By Alejandro Cruz Martinez/
Fernando Olivera
Resources
http://archives.lessoncorner.com/432f6feb4409bf20f.pdf
Setting
Our super cute culturally relevant third grade classroom

Adaptations/Modifications Add adaptations as needed

(guided notes, extended time, fewer questions,
fewer distractors, alternate setting, etc.)

Modalities Visual: Book, Pictures, Readers Theater

(visual, auditory, kinesthetic, tactile)
Auditory: Audiobook (or read aloud), Readers Theater
Kinesthetic: Creating Pictures
Tactile: Acting in Readers Theater

Instructional Strategies Read-aloud

(graphic organizer, cooperative learning, discussion,
Verbal Instruction
technology integration, etc.)
 Graphic Organizers
Art-Integration
Technology Integration
Readers Theater Presentations
Cooperative Learning

Day 1 Lesson Procedures/Activities

Write out detailed lesson procedures. Be sure to include 4-5 important questions you will ask during the
Est. lesson and the expected student responses. Your plan should be detailed enough for another teacher to
teach it without having to ask you any questions. Numbering and bullets are permissible and encouraged.
Time

15 1. Teachers will greet students and encourage them to come sit in a circle on the rug.
min Students will already know where they are expected to sit for the read aloud -
Countdown from 10 for them to transition.
2. Ask students questions to activate prior knowledge and introduce the book:
What does culture mean to you?
What do you think that figurative language is?
What is a fable? What is a folktale?
3. Explain: We are going to read a book from another culture. It is a story about a
woman who came to a village, a village that rejected her, and how they resolved the
conflict. It is a bilingual book, which means its written in two languages - English and
Spanish.
Beginning 4. Teacher will plan to read book in english and spanish. If not able to, the teacher
(Engage) will read in english and then have the students listen to the audio version in Spanish.

20 min 1. Class Discussion reflecting on book - After you finish reading, ask the students
about new words they encountered, their favorite part of the story, and the lesson
this story teaches.
2. The class will then do a Figurative Language Activity: The students will be defining
figurative language, then they will be given the following phrases and tasked with
writing a figurative meaning and a literal meaning in pair on a whiteboards:
Outshine the sun
Its raining cats and dogs
The river fell in love with her
The river would not leave her
Im so hungry I could eat an entire horse
Middle I will ask the river to return to you
(Explain/Explore)

10 min 1. As the students finish the above activity, encourage them to begin brainstorming
on a blank sheet of paper ideas for the following homework assignments. Explain to
them the assignments and expectations. Provide rubrics.
Students will think about stories they have heard from their families and
write out a script talking about the story. They will then present it to the
End class during the next lesson.They may have to interview family members or
(Extend/Evaluate) do internet research.
 Students will create a quilt piece about the fable/ folktale they tell: Students
need to draw pictures and use words to demonstrate the fable/ folktale
they chose to share with the class (day 2).
2. While brainstorming the teacher should walk around and help students as
necessary. Teacher should encourage creativity but consciousness.

Day 2 Lesson Procedures/Activities

Write out detailed lesson procedures. Be sure to include 4-5 important questions you will ask during the
Est. lesson and the expected student responses. Your plan should be detailed enough for another teacher to
teach it without having to ask you any questions. Numbering and bullets are permissible and encouraged.
Time

5 min 1. Teacher will review the story, The Woman Who Outshone the Sun/ La mujer que
brillaba aun mas que el sol By Alejandro Cruz Martinez/ Fernando Olivera with the
students.
2. Teacher will review the figurative language with the students from the activity
from the previous day.
Beginning 2.Teacher will go over rubric with the entire class and review presentation
(Engage) expectations and audience Expectations.

35 min 1.Students will give presentations in front of the class.

2. Students will have about 2 minutes each for their presentations.
Students will present their folk tale to the class
Students will present their piece of the culture quilt to the class and how it
connects to their folk tale/ fable.
Middle 3. Students put their quilt together (with teacher assistance) and they hang it up on
(Explain/Explore) the wall in our super cute third grade classroom.

5 min Students will complete an exit ticket (notecard) and on a scale of 1-5 rank how they
feel theyve done regarding the objectives:
Students will be able to correctly explain the difference between fables &
folktales
Students will be able to perform or recount a fable or folktale that is familiar
to them, their family, and/or their community.
End Students will demonstrate the ability to distinguish between literal and
(Extend/Evaluate) nonliteral language 90% of the time.
 Rubric - Picture to demonstrate Folktale
2 1 0

Picture Quality Student draws a picture
that is creative and done as
quality work (compared to
their own previously
assessed abilities)
Student hastily draws a Student does not draw a
picture that does not meet picture
creativity and/or accuracy
standards. Picture is not
done as quality work.

Picture Picture accurately Picture somewhat Picture does not

Connection demonstrates the fable/ demonstrates the fable/ demonstrate connection
folktale that they chose to folktale they chose to with folktale/ fable.
share share

Mastery: 20 Student Total:

Developing: 15